Oregon.gov : State of Oregon
|HS-LS1 From Molecules to Organisms: Structures and Processes |
|Students who demonstrate understanding can: |
|HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of|
|life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body |
|systems, specific protein structures and functions, or the biochemistry of protein synthesis.] |
|HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular |
|organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in |
|response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to |
|regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at |
|the molecular or chemical reaction level.] |
|HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of |
|investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] |
|[Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.] |
|HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. [Assessment |
|Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.] |
|HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on |
|illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. |
|Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical |
|steps.] |
|HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form|
|amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support |
|explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.] |
|HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the |
|bonds in new compounds are formed resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs |
|and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes |
|involved in cellular respiration.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Developing and Using Models |LS1.B: Growth and Development of Organisms |Systems and System Models |
|Modeling in 9–12 builds on K–8 experiences and progresses to |In multicellular organisms individual cells grow |Models (e.g., physical, mathematical, |
|using, synthesizing, and developing models to predict and show |and then divide via a process called mitosis, |computer models) can be used to simulate |
|relationships among variables between systems and their components|thereby allowing the organism to grow. The |systems and interactions—including energy, |
|in the natural and designed worlds. |organism begins as a single cell (fertilized egg) |matter, and information flows—within and |
|Develop and use a model based on evidence to illustrate the |that divides successively to produce many cells, |between systems at different scales. |
|relationships between systems or between components of a system. |with each parent cell passing identical genetic |(HS-LS1-2), (HS-LS1-4) |
|(HS-LS1-2) |material (two variants of each chromosome pair) to|Energy and Matter |
|Use a model based on evidence to illustrate the relationships |both daughter cells. Cellular division and |Changes of energy and matter in a system |
|between systems or between components of a system. |differentiation produce and maintain a complex |can be described in terms of energy and |
|(HS-LS1-4),(HS-LS1-5),(HS-LS1-7) |organism, composed of systems of tissues and |matter flows into, out of, and within that |
|Planning and Carrying Out Investigations |organs that work together to meet the needs of the|system. (HS-LS1-5), (HS-LS1-6) |
|Planning and carrying out in 9-12 builds on K-8 experiences and |whole organism. (HS-LS1-4) |Energy cannot be created or destroyed—it |
|progresses to include investigations that provide evidence for and|LS1.C: Organization for Matter and Energy Flow in|only moves between one place and another |
|test conceptual, mathematical, physical, and empirical models. |Organisms |place, between objects and/or fields, or |
|Plan and conduct an investigation individually and collaboratively|The process of photosynthesis converts light |between systems. (HS-LS1-7) |
|to produce data to serve as the basis for evidence, and in the |energy to stored chemical energy by converting |Structure and Function |
|design: decide on types, how much, and accuracy of data needed to |carbon dioxide plus water into sugars plus |Investigating or designing new systems or |
|produce reliable measurements and consider limitations on the |released oxygen. (HS-LS1-5) |structures requires a detailed examination |
|precision of the data (e.g., number of trials, cost, risk, time), |The sugar molecules thus formed contain carbon, |of the properties of different materials, |
|and refine the design accordingly. (HS-LS1-3) |hydrogen, and oxygen: their hydrocarbon backbones |the structures of different components, and|
|Constructing Explanations and Designing Solutions |are used to make amino acids and other |connections of components to reveal its |
|Constructing explanations and designing solutions in 9–12 builds |carbon-based molecules that can be assembled into |function and/or solve a problem. (HS-LS1-1)|
|on K–8 experiences and progresses to explanations and designs that|larger molecules (such as proteins or DNA), used |Stability and Change |
|are supported by multiple and independent student-generated |for example to form new cells. (HS-LS1-6) |Feedback (negative or positive) can |
|sources of evidence consistent with scientific ideas, principles, |As matter and energy flow through different |stabilize or destabilize a system. |
|and theories. |organizational levels of living systems, chemical |(HS-LS1-3) |
|Construct an explanation based on valid and reliable evidence |elements are recombined in different ways to form | |
|obtained from a variety of sources (including students’ own |different products. (HS-LS1-6),(HS-LS1-7) | |
|investigations, models, theories, simulations, peer review) and |As a result of these chemical reactions, energy is| |
|the assumption that theories and laws that describe the natural |transferred from one system of interacting | |
|world operate today as they did in the past and will continue to |molecules to another and release energy to the | |
|do so in the future. (HS-LS1-1) |surrounding environment and to maintain body | |
|Construct and revise an explanation based on valid and reliable |temperature. Cellular respiration is a chemical | |
|evidence obtained from a variety of sources (including students’ |process whereby the bonds of food molecules and | |
|own investigations, models, theories, simulations, peer review) |oxygen molecules are broken and new compounds are | |
|and the assumption that theories and laws that describe the |formed that can transport energy to muscles. | |
|natural world operate today as they did in the past and will |(HS-LS1-7) | |
|continue to do so in the future. (HS-LS1-6) | | |
| | | |
|-------------------------------------------------------- | | |
|Connections to Nature of Science | | |
| | | |
|Scientific Investigations Use a Variety of Methods | | |
|Scientific inquiry is characterized by a common set of values that| | |
|include: logical thinking, precision, open-mindedness, | | |
|objectivity, skepticism, replicability of results, and honest and | | |
|ethical reporting of findings. (HS-LS1-3) | | |
|Connections to other DCIs in this grade-band: HS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); HS.PS2.B (HS-LS1-7); HS.LS3.A (HS-LS1-1); HS.PS3.B |
|(HS-LS1-5),(HS-LS1-7) |
|Articulation to DCIs across grade-bands: MS.PS1.A (HS-LS1-6); MS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.PS3.D (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.LS1.A |
|(HS-LS1-1),(HS-LS1-2),(HS-LS1-3),(1-LS1-4); MS.LS1.B (1-LS1-4); MS.LS1.C (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.LS2.B (HS-LS1-5),(HS-LS1-7); MS.ESS2.E (HS-LS1-6); |
|MS.LS3.A (HS-LS1-1),(1-LS1-4); MS.LS3.B (HS-LS1-1) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-LS1-1),(HS-LS1-6) |
|WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|(HS-LS1-1),(HS-LS1-6) |
|WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most |
|significant for a specific purpose and audience. (HS-LS1-6) |
|WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |
|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS1-3) |
|WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and |
|limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, |
|avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-LS1-3) |
|WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS-1-1),(HS-LS1-6) |
|SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of |
|findings, reasoning, and evidence and to add interest. (HS-LS1-2),(HS-LS1-4) |
|Mathematics – |
|MP.4 Model with mathematics. (HS-LS1-4) |
|HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. |
|(HS-LS1-4) |
|HSF-BF.A.1 Write a function that describes a relationship between two quantities. (HS-LS1-4) |
NOTE:
Grades 9-12 include:
From Molecules to Organisms: Structures and Processes, Ecosystems: Interactions, Energy, and Dynamics, Heredity: Inheritance and Variation of Traits, Biological Evolution: Unity and Diversity, Earth’ Place in the Universe, Earth’s Systems, Earth and Human Activity, Matter and Its Interactions, Motion and Stability: Forces and Interactions, Energy, Waves and their Applications in Technologies for Information Transfer, and Engineering Design
|HS-LS2 Ecosystems: Interactions, Energy, and Dynamics |
|Students who demonstrate understanding can: |
|HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different |
|scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, |
|resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from |
|simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.] |
|HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in |
|ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using |
|graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.] |
|HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification|
|Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: |
|Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.] |
|HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification |
|Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that |
|matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and |
|nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of |
|matter and flow of energy.] |
|HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, |
|hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment |
|does not include the specific chemical steps of photosynthesis and respiration.] |
|HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms |
|in stable conditions, but changing conditions may result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could |
|include modest biological or physical changes, such as moderate hunting or a seasonal flood; and, extreme changes, such as volcanic eruption or sea level rise.] |
|HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: |
|Examples of human activities can include urbanization, building dams, and dissemination of invasive species.] |
|HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. [Clarification Statement: Emphasis |
|is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical |
|and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, |
|migrating, and swarming.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Developing and Using Models |LS2.A: Interdependent Relationships in Ecosystems |Cause and Effect |
|Modeling in 9–12 builds on K–8 experiences and |Ecosystems have carrying capacities, which are limits to the |Empirical evidence is required to |
|progresses to using, synthesizing, and developing |numbers of organisms and populations they can support. These |differentiate between cause and correlation|
|models to predict and show how relationships among |limits result from such factors as the availability of living|and make claims about specific causes and |
|variables between systems and their components in the |and nonliving resources and from such challenges such as |effects. (HS-LS2-8) |
|natural and designed worlds. |predation, competition, and disease. Organisms would have the|Scale, Proportion, and Quantity |
|Develop a model based on evidence to illustrate the |capacity to produce populations of great size were it not for|The significance of a phenomenon is |
|relationships between systems or components of a |the fact that environments and resources are finite. This |dependent on the scale, proportion, and |
|system. (HS-LS2-5) |fundamental tension affects the abundance (number of |quantity at which it occurs. (HS-LS2-1) |
|Using Mathematics and Computational Thinking |individuals) of species in any given ecosystem. |Using the concept of orders of magnitude |
|Mathematical and computational thinking in 9-12 builds |(HS-LS2-1),(HS-LS2-2) |allows one to understand how a model at one|
|on K-8 experiences and progresses to using algebraic |LS2.B: Cycles of Matter and Energy Transfer in Ecosystems |scale relates to a model at another scale. |
|thinking and analysis, a range of linear and nonlinear |Photosynthesis and cellular respiration (including anaerobic |(HS-LS2-2) |
|functions including trigonometric functions, |processes) provide most of the energy for life processes. |Systems and System Models |
|exponentials and logarithms, and computational tools |(HS-LS2-3) |Models (e.g., physical, mathematical, |
|for statistical analysis to analyze, represent, and |Plants or algae form the lowest level of the food web. At |computer models) can be used to simulate |
|model data. Simple computational simulations are |each link upward in a food web, only a small fraction of the |systems and interactions—including energy, |
|created and used based on mathematical models of basic |matter consumed at the lower level is transferred upward, to |matter, and information flows—within and |
|assumptions. |produce growth and release energy in cellular respiration at |between systems at different scales. |
|Use mathematical and/or computational representations |the higher level. Given this inefficiency, there are |(HS-LS2-5) |
|of phenomena or design solutions to support |generally fewer organisms at higher levels of a food web. |Energy and Matter |
|explanations. (HS-LS2-1) |Some matter reacts to release energy for life functions, some|Energy cannot be created or destroyed—it |
|Use mathematical representations of phenomena or design|matter is stored in newly made structures, and much is |only moves between one place and another |
|solutions to support and revise explanations. |discarded. The chemical elements that make up the molecules |place, between objects and/or fields, or |
|(HS-LS2-2) |of organisms pass through food webs and into and out of the |between systems. (HS-LS2-4) |
|Use mathematical representations of phenomena or design|atmosphere and soil, and they are combined and recombined in |Energy drives the cycling of matter within |
|solutions to support claims. (HS-LS2-4) |different ways. At each link in an ecosystem, matter and |and between systems. (HS-LS2-3) |
|Constructing Explanations and Designing Solutions |energy are conserved. (HS-LS2-4) |Stability and Change |
|Constructing explanations and designing solutions in |Photosynthesis and cellular respiration are important |Much of science deals with constructing |
|9–12 builds on K–8 experiences and progresses to |components of the carbon cycle, in which carbon is exchanged |explanations of how things change and how |
|explanations and designs that are supported by multiple|among the biosphere, atmosphere, oceans, and geosphere |they remain stable. (HS-LS2-6),(HS-LS2-7) |
|and independent student-generated sources of evidence |through chemical, physical, geological, and biological | |
|consistent with scientific ideas, principles, and |processes. (HS-LS2-5) | |
|theories. |LS2.C: Ecosystem Dynamics, Functioning, and Resilience | |
|Construct and revise an explanation based on valid and |A complex set of interactions within an ecosystem can keep | |
|reliable evidence obtained from a variety of sources |its numbers and types of organisms relatively constant over | |
|(including students’ own investigations, models, |long periods of time under stable conditions. If a modest | |
|theories, simulations, peer review) and the assumption |biological or physical disturbance to an ecosystem occurs, it| |
|that theories and laws that describe the natural world |may return to its more or less original status (i.e., the | |
|operate today as they did in the past and will continue|ecosystem is resilient), as opposed to becoming a very | |
|to do so in the future. (HS-LS2-3) |different ecosystem. Extreme fluctuations in conditions or | |
|Design, evaluate, and refine a solution to a complex |the size of any population, however, can challenge the | |
|real-world problem, based on scientific knowledge, |functioning of ecosystems in terms of resources and habitat | |
|student-generated sources of evidence, prioritized |availability. (HS-LS2-2),(HS-LS2-6) | |
|criteria, and tradeoff considerations. (HS-LS2-7) |Moreover, anthropogenic changes (induced by human activity) | |
|Engaging in Argument from Evidence |in the environment—including habitat destruction, pollution, | |
|Engaging in argument from evidence in 9–12 builds on |introduction of invasive species, overexploitation, and | |
|K–8 experiences and progresses to using appropriate and|climate change—can disrupt an ecosystem and threaten the | |
|sufficient evidence and scientific reasoning to defend |survival of some species. (HS-LS2-7) | |
|and critique claims and explanations about the natural |LS2.D: Social Interactions and Group Behavior | |
|and designed world(s). Arguments may also come from |Group behavior has evolved because membership can increase | |
|current scientific or historical episodes in science. |the chances of survival for individuals and their genetic | |
|Evaluate the claims, evidence, and reasoning behind |relatives. (HS-LS2-8) | |
|currently accepted explanations or solutions to |LS4.D: Biodiversity and Humans | |
|determine the merits of arguments. (HS-LS2-6) |Biodiversity is increased by the formation of new species | |
|Evaluate the evidence behind currently accepted |(speciation) and decreased by the loss of species | |
|explanations to determine the merits of arguments. |(extinction). (secondary to HS-LS2-7) | |
|(HS-LS2-8) |Humans depend on the living world for the resources and other| |
|-------------------------------------------------------|benefits provided by biodiversity. But human activity is also| |
|Connections to Nature of Science |having adverse impacts on biodiversity through | |
|Scientific Knowledge is Open to Revision in Light of |overpopulation, overexploitation, habitat destruction, | |
|New Evidence |pollution, introduction of invasive species, and climate | |
|Most scientific knowledge is quite durable, but is, in |change. Thus sustaining biodiversity so that ecosystem | |
|principle, subject to change based on new evidence |functioning and productivity are maintained is essential to | |
|and/or reinterpretation of existing evidence. |supporting and enhancing life on Earth. Sustaining | |
|(HS-LS2-2),(HS-LS2-3) |biodiversity also aids humanity by preserving landscapes of | |
|Scientific argumentation is a mode of logical discourse|recreational or inspirational value. (secondary to HS-LS2-7) | |
|used to clarify the strength of relationships between |(Note: This Disciplinary Core Idea is also addressed by | |
|ideas and evidence that may result in revision of an |HS-LS4-6.) | |
|explanation. (HS-LS2-6),(HS-LS2-8) |PS3.D: Energy in Chemical Processes | |
| |The main way that solar energy is captured and stored on | |
| |Earth is through the complex chemical process known as | |
| |photosynthesis. (secondary to HS-LS2-5) | |
| |ETS1.B: Developing Possible Solutions | |
| |When evaluating solutions it is important to take into | |
| |account a range of constraints including cost, safety, | |
| |reliability and aesthetics and to consider social, cultural | |
| |and environmental impacts. (secondary to HS-LS2-7) | |
|Connections to other DCIs in this grade-band: HS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3),(HS-LS2-5); HS.PS2.B (HS-LS1-7); HS.PS3.B |
|(HS-LS1-5),(HS-LS1-7),(HS-LS2-3),(HS-LS2-4); HS.PS3.D (HS-LS2-3),(HS-LS2-4); HS.ESS2.A (HS-LS2-3); HS.ESS2.D (HS-LS2-5),(HS-LS2-7); HS.ESS2.E |
|(HS-LS2-2),(HS-LS2-6),(HS-LS2-7); HS.ESS3.A (HS-LS2-2),(HS-LS2-7); HS.ESS3.C (HS-LS2-2),(HS-LS2-7); HS.ESS3.D (HS-LS2-2) |
|Articulation across grade-bands: MS.PS1.A (HS-LS1-6); MS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3); MS.PS3.D |
|(HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3),(HS-LS2-4),(HS-LS2-5); MS.LS1.B (HS-LS2-7); MS.LS1.C |
|(HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3),(HS-LS2-4),(HS-LS2-5); MS.LS2.A (HS-LS2-1),(HS-LS2-2),(HS-LS2-6); MS.LS2.B |
|(HS-LS1-5),(HS-LS1-7),(HS-LS2-3),(HS-LS2-4),(HS-LS2-5); MS.LS2.C (HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-7); MS.ESS2.A (HS-LS2-5); MS.ESS2.E (HS-LS1-6); |
|MS.ESS3.A (HS-LS2-1); MS.ESS3.C (HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-7); MS.ESS3.D (HS-LS2-7); MS.ESS2.E (HS-LS2-6) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-LS2-1),(HS-LS2-2),(HS-LS2-3),(HS-LS2-6),(HS-LS2-8) |
|RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order |
|to address a question or solve a problem. (HS-LS2-6),(HS-LS2-7),(HS-LS2-8) |
|RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical |
|problem. (HS-LS2-6),(HS-LS2-7),(HS-LS2-8) |
|RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or |
|challenging conclusions with other sources of information. (HS-LS2-6),(HS-LS2-7),(HS-LS2-8) |
|WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|(HS-LS2-1),(HS-LS2-2),(HS-LS2-3) |
|WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most |
|significant for a specific purpose and audience. (HS-LS2-3) |
|WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |
|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS2-7) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-LS2-1),(HS-LS2-2),(HS-LS2-4),(HS-LS2-6),(HS-LS2-7) |
|MP.4 Model with mathematics. (HS-LS2-1),(HS-LS2-2),(HS-LS2-4) |
|HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose|
|and interpret the scale and the origin in graphs and data displays. (HS-LS2-1),(HS-LS2-2),(HS-LS2-4),(HS-LS2-7) |
|HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-LS2-1),(HS-LS2-2),(HS-LS2-4),(HS-LS2-7) |
|HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-LS2-1),(HS-LS2-2),(HS-LS2-4),(HS-LS2-7) |
|HSS-ID.A.1 Represent data with plots on the real number line. (HS-LS2-6) |
|HSS-IC.A.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population. (HS-LS2-6) |
|HSS-IC.B.6 Evaluate reports based on data. (HS-LS2-6) |
|HS-LS3 Heredity: Inheritance and Variation of Traits |
|Students who demonstrate understanding can: |
|HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents |
|to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] |
|HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) |
|viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to |
|support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of |
|specific steps in the process.] |
|HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: |
|Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] |
|[Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Asking Questions and Defining Problems |LS1.A: Structure and Function |Cause and Effect |
|Asking questions and defining problems in 9-12 builds|All cells contain genetic information in the form of |Empirical evidence is required to differentiate |
|on K-8 experiences and progresses to formulating, |DNA molecules. Genes are regions in the DNA that |between cause and correlation and make claims about|
|refining, and evaluating empirically testable |contain the instructions that code for the formation of|specific causes and effects. (HS-LS3-1),(HS-LS3-2) |
|questions and design problems using models and |proteins. (secondary to HS-LS3-1) (Note: This |Scale, Proportion, and Quantity |
|simulations. |Disciplinary Core Idea is also addressed by HS-LS1-1.) |Algebraic thinking is used to examine scientific |
|Ask questions that arise from examining models or a |LS3.A: Inheritance of Traits |data and predict the effect of a change in one |
|theory to clarify relationships. (HS-LS3-1) |Each chromosome consists of a single very long DNA |variable on another (e.g., linear growth vs. |
|Analyzing and Interpreting Data |molecule, and each gene on the chromosome is a |exponential growth). (HS-LS3-3) |
|Analyzing data in 9-12 builds on K-8 experiences and |particular segment of that DNA. The instructions for | |
|progresses to introducing more detailed statistical |forming species’ characteristics are carried in DNA. |--------------------------------------------- |
|analysis, the comparison of data sets for |All cells in an organism have the same genetic content,|Connections to Nature of Science |
|consistency, and the use of models to generate and |but the genes used (expressed) by the cell may be | |
|analyze data. |regulated in different ways. Not all DNA codes for a |Science is a Human Endeavor |
|Apply concepts of statistics and probability |protein; some segments of DNA are involved in |Technological advances have influenced the progress|
|(including determining function fits to data, slope, |regulatory or structural functions, and some have no |of science and science has influenced advances in |
|intercept, and correlation coefficient for linear |as-yet known function. (HS-LS3-1) |technology. (HS-LS3-3) |
|fits) to scientific and engineering questions and |LS3.B: Variation of Traits |Science and engineering are influenced by society |
|problems, using digital tools when feasible. |In sexual reproduction, chromosomes can sometimes swap |and society is influenced by science and |
|(HS-LS3-3) |sections during the process of meiosis (cell division),|engineering. (HS-LS3-3) |
|Engaging in Argument from Evidence |thereby creating new genetic combinations and thus more| |
|Engaging in argument from evidence in 9-12 builds on |genetic variation. Although DNA replication is tightly | |
|K-8 experiences and progresses to using appropriate |regulated and remarkably accurate, errors do occur and | |
|and sufficient evidence and scientific reasoning to |result in mutations, which are also a source of genetic| |
|defend and critique claims and explanations about the|variation. Environmental factors can also cause | |
|natural and designed world(s). Arguments may also |mutations in genes, and viable mutations are inherited.| |
|come from current scientific or historical episodes |(HS-LS3-2) | |
|in science. |Environmental factors also affect expression of traits,| |
|Make and defend a claim based on evidence about the |and hence affect the probability of occurrences of | |
|natural world that reflects scientific knowledge, and|traits in a population. Thus the variation and | |
|student-generated evidence. (HS-LS3-2) |distribution of traits observed depends on both genetic| |
| |and environmental factors. (HS-LS3-2),(HS-LS3-3) | |
|Connections to other DCIs in this grave-band: HS.LS2.A (HS-LS3-3); HS.LS2.C (HS-LS3-3); HS.LS4.B (HS-LS3-3); HS.LS4.C (HS-LS3-3) |
|Articulation across grade-bands: MS.LS2.A (HS-LS3-3); MS.LS3.A (HS-LS3-1),(HS-LS3-2); MS.LS3.B (HS-LS3-1),(HS-LS3-2),(HS-LS3-3); MS.LS4.C (HS-LS3-3) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-LS3-1),(HS-LS3-2) |
|RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or |
|concept, resolving conflicting information when possible. (HS-LS3-1) |
|WHST.9-12.1 Write arguments focused on discipline-specific content. (HS-LS3-2) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-LS3-2),(HS-LS3-3) |
|HS-LS4 Biological Evolution: Unity and Diversity |
|Students who demonstrate understanding can: |
|HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification|
|Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of |
|evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.] |
|HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to |
|increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited |
|resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is|
|on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to |
|compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as |
|simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, |
|gene flow through migration, and co-evolution.] |
|HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion|
|to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as |
|evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele |
|frequency calculations.] |
|HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on |
|using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, |
|acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.] |
| |
|HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some |
|species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and |
|effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the|
|environment affect distribution or disappearance of traits in species.] |
|HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* [Clarification Statement: Emphasis |
|is on designing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Analyzing and Interpreting Data |LS4.C: Adaptation |Patterns |
|Analyzing data in 9–12 builds on K–8 experiences and |Evolution is a consequence of the interaction of four |Different patterns may be observed at each of |
|progresses to introducing more detailed statistical |factors: (1) the potential for a species to increase |the scales at which a system is studied and can|
|analysis, the comparison of data sets for consistency, and|in number, (2) the genetic variation of individuals in|provide evidence for causality in explanations |
|the use of models to generate and analyze data. |a species due to mutation and sexual reproduction, (3)|of phenomena. (HS-LS4-1),(HS-LS4-3) |
|Apply concepts of statistics and probability (including |competition for an environment’s limited supply of the|Cause and Effect |
|determining function fits to data, slope, intercept, and |resources that individuals need in order to survive |Empirical evidence is required to differentiate|
|correlation coefficient for linear fits) to scientific and|and reproduce, and (4) the ensuing proliferation of |between cause and correlation and make claims |
|engineering questions and problems, using digital tools |those organisms that are better able to survive and |about specific causes and effects. |
|when feasible. (HS-LS4-3) |reproduce in that environment. (HS-LS4-2) |(HS-LS4-2),(HS-LS4-4),(HS-LS4-5),(HS-LS4-6) |
|Using Mathematics and Computational Thinking |Natural selection leads to adaptation, that is, to a | |
|Mathematical and computational thinking in 9-12 builds on |population dominated by organisms that are |--------------------------------------------- |
|K-8 experiences and progresses to using algebraic thinking|anatomically, behaviorally, and physiologically well |Connections to Nature of Science |
|and analysis, a range of linear and nonlinear functions |suited to survive and reproduce in a specific | |
|including trigonometric functions, exponentials and |environment. That is, the differential survival and |Scientific Knowledge Assumes an Order and |
|logarithms, and computational tools for statistical |reproduction of organisms in a population that have an|Consistency in Natural Systems |
|analysis to analyze, represent, and model data. Simple |advantageous heritable trait leads to an increase in |Scientific knowledge is based on the assumption|
|computational simulations are created and used based on |the proportion of individuals in future generations |that natural laws operate today as they did in |
|mathematical models of basic assumptions. |that have the trait and to a decrease in the |the past and they will continue to do so in the|
|Create or revise a simulation of a phenomenon, designed |proportion of individuals that do not. |future. (HS-LS4-1),(HS-LS4-4) |
|device, process, or system. (HS-LS4-6) |(HS-LS4-3),(HS-LS4-4) | |
|Constructing Explanations and Designing Solutions |Adaptation also means that the distribution of traits | |
|Constructing explanations and designing solutions in 9–12 |in a population can change when conditions change. | |
|builds on K–8 experiences and progresses to explanations |(HS-LS4-3) | |
|and designs that are supported by multiple and independent|Changes in the physical environment, whether naturally| |
|student-generated sources of evidence consistent with |occurring or human induced, have thus contributed to | |
|scientific ideas, principles, and theories. |the expansion of some species, the emergence of new | |
|Construct an explanation based on valid and reliable |distinct species as populations diverge under | |
|evidence obtained from a variety of sources (including |different conditions, and the decline–and sometimes | |
|students’ own investigations, models, theories, |the extinction–of some species. (HS-LS4-5),(HS-LS4-6) | |
|simulations, peer review) and the assumption that theories|Species become extinct because they can no longer | |
|and laws that describe the natural world operate today as |survive and reproduce in their altered environment. If| |
|they did in the past and will continue to do so in the |members cannot adjust to change that is too fast or | |
|future. (HS-LS4-2),(HS-LS4-4) |drastic, the opportunity for the species’ evolution is| |
|Engaging in Argument from Evidence |lost. (HS-LS4-5) | |
|Engaging in argument from evidence in 9-12 builds on K-8 |LS4.D: Biodiversity and Humans | |
|experiences and progresses to using appropriate and |Humans depend on the living world for the resources | |
|sufficient evidence and scientific reasoning to defend and|and other benefits provided by biodiversity. But human| |
|critique claims and explanations about the natural and |activity is also having adverse impacts on | |
|designed world(s). Arguments may also come from current or|biodiversity through overpopulation, overexploitation,| |
|historical episodes in science. |habitat destruction, pollution, introduction of | |
|Evaluate the evidence behind currently accepted |invasive species, and climate change. Thus sustaining | |
|explanations or solutions to determine the merits of |biodiversity so that ecosystem functioning and | |
|arguments. (HS-LS4-5) |productivity are maintained is essential to supporting| |
|Obtaining, Evaluating, and Communicating Information |and enhancing life on Earth. Sustaining biodiversity | |
|Obtaining, evaluating, and communicating information in |also aids humanity by preserving landscapes of | |
|9–12 builds on K–8 experiences and progresses to |recreational or inspirational value. (HS-LS4-6) (Note:| |
|evaluating the validity and reliability of the claims, |This Disciplinary Core Idea is also addressed by | |
|methods, and designs. |HS-LS2-7.) | |
|Communicate scientific information (e.g., about phenomena |ETS1.B: Developing Possible Solutions | |
|and/or the process of development and the design and |When evaluating solutions, it is important to take | |
|performance of a proposed process or system) in multiple |into account a range of constraints, including cost, | |
|formats (including orally, graphically, textually, and |safety, reliability, and aesthetics, and to consider | |
|mathematically). (HS-LS4-1) |social, cultural, and environmental impacts. | |
| |(secondary to HS-LS4-6) | |
|-------------------------------------------------------- |Both physical models and computers can be used in | |
|Connections to Nature of Science |various ways to aid in the engineering design process.| |
| |Computers are useful for a variety of purposes, such | |
|Science Models, Laws, Mechanisms, and Theories Explain |as running simulations to test different ways of | |
|Natural Phenomena |solving a problem or to see which one is most | |
|A scientific theory is a substantiated explanation of some|efficient or economical; and in making a persuasive | |
|aspect of the natural world, based on a body of facts that|presentation to a client about how a given design will| |
|have been repeatedly confirmed through observation and |meet his or her needs. (secondary to HS-LS4-6) | |
|experiment and the science community validates each theory| | |
|before it is accepted. If new evidence is discovered that | | |
|the theory does not accommodate, the theory is generally | | |
|modified in light of this new evidence. (HS-LS4-1) | | |
|Connections to other DCIs in this grade-band: HS.LS2.A (HS-LS4-2),(HS-LS4-3),(HS-LS4-4),(HS-LS4-5); HS.LS2.D (HS-LS4-2),(HS-LS4-3),(HS-LS4-4),(HS-LS4-5); |
|HS.LS3.A (HS-LS4-1); HS.LS3.B (HS-LS4-1),(HS-LS4-2) (HS-LS4-3),(HS-LS4-5); HS.ESS1.C (HS-LS4-1); HS.ESS2.D (HS-LS4-6); HS.ESS2.E |
|(HS-LS4-2),(HS-LS4-5),(HS-LS4-6); HS.ESS3.A (HS-LS4-2),(HS-LS4-5),(HS-LS4-6); HS.ESS3.C (HS-LS4-6); HS.ESS3.D (HS-LS4-6); HS.ESS3.E (HS-LS4-6) |
|Articulation across grade-bands: MS.LS2.A (HS-LS4-2),(HS-LS4-3),(HS-LS4-5); MS.LS2.C (HS-LS4-5),(HS-LS4-6); MS.LS3.A (HS-LS4-1); MS.LS3.B |
|(HS-LS4-1),(HS-LS4-2),(HS-LS4-3); MS.LS4.A (HS-LS4-1); MS.LS4.B (HS-LS4-2),(HS-LS4-3),(HS-LS4-4); MS.LS4.C (HS-LS4-2),(HS-LS4-3),(HS-LS4-4),(HS-LS4-5); |
|MS.ESS1.C (HS-LS4-1); MS.ESS3.C (HS-LS4-5),(HS-LS4-6) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-LS4-1),(HS-LS4-2),(HS-LS4-3),(HS-LS4-4) |
|RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or |
|challenging conclusions with other sources of information. (HS-LS4-5) |
|WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|(HS-LS4-1),(HS-LS4-2),(HS-LS4-3),(HS-LS4-4) |
|WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most |
|significant for a specific purpose and audience. (HS-LS4-6) |
|WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |
|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS4-6) |
|WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-1),(HS-LS4-2),(HS-LS4-3),(HS-LS4-4),(HS-LS4-5) |
|SL.11-12.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen |
|details; use appropriate eye contact, adequate volume, and clear pronunciation. (HS-LS4-1),(HS-LS4-2) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-LS4-1),(HS-LS4-2),(HS-LS4-3),(HS-LS4-4),(HS-LS4-5) |
|MP.4 Model with mathematics. (HS-LS4-2) |
|HS-ESS1 Earth’s Place in the Universe |
|Students who demonstrate understanding can: |
|HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that |
|eventually reaches Earth in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion |
|in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that |
|the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment |
|Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.] |
|HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter|
|in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe |
|is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the |
|universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big |
|Bang theory (3/4 hydrogen and 1/4 helium).] |
|HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way |
|nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: |
|Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.] |
|HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. [Clarification Statement: Emphasis |
|is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.] [Assessment Boundary: |
|Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor |
|involve calculus.] |
|HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal |
|rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages |
|oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with |
|distance away from a central ancient core (a result of past plate interactions).] |
|HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s |
|formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of |
|Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained|
|by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering |
|record of planetary surfaces.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Developing and Using Models |ESS1.A: The Universe and Its Stars |Patterns |
|Modeling in 9–12 builds on K–8 experiences and progresses to |The star called the sun is changing and will burn out|Empirical evidence is needed to identify|
|using, synthesizing, and developing models to predict and show |over a lifespan of approximately 10 billion years. |patterns. (HS-ESS1-5) |
|relationships among variables between systems and their components|(HS-ESS1-1) |Scale, Proportion, and Quantity |
|in the natural and designed world(s). |The study of stars’ light spectra and brightness is |The significance of a phenomenon is |
|Develop a model based on evidence to illustrate the relationships |used to identify compositional elements of stars, |dependent on the scale, proportion, and |
|between systems or between components of a system. (HS-ESS1-1) |their movements, and their distances from Earth. |quantity at which it occurs. (HS-ESS1-1)|
|Using Mathematical and Computational Thinking |(HS-ESS1-2),(HS-ESS1-3) |Algebraic thinking is used to examine |
|Mathematical and computational thinking in 9–12 builds on K–8 |The Big Bang theory is supported by observations of |scientific data and predict the effect |
|experiences and progresses to using algebraic thinking and |distant galaxies receding from our own, of the |of a change in one variable on another |
|analysis, a range of linear and nonlinear functions including |measured composition of stars and non-stellar gases, |(e.g., linear growth vs. exponential |
|trigonometric functions, exponentials and logarithms, and |and of the maps of spectra of the primordial |growth). (HS-ESS1-4) |
|computational tools for statistical analysis to analyze, |radiation (cosmic microwave background) that still |Energy and Matter |
|represent, and model data. Simple computational simulations are |fills the universe. (HS-ESS1-2) |Energy cannot be created or |
|created and used based on mathematical models of basic |Other than the hydrogen and helium formed at the time|destroyed–only moved between one place |
|assumptions. |of the Big Bang, nuclear fusion within stars produces|and another place, between objects |
|Use mathematical or computational representations of phenomena to |all atomic nuclei lighter than and including iron, |and/or fields, or between systems. |
|describe explanations. (HS-ESS1-4) |and the process releases electromagnetic energy. |(HS-ESS1-2) |
|Constructing Explanations and Designing Solutions |Heavier elements are produced when certain massive |In nuclear processes, atoms are not |
|Constructing explanations and designing solutions in 9–12 builds |stars achieve a supernova stage and explode. |conserved, but the total number of |
|on K–8 experiences and progresses to explanations and designs that|(HS-ESS1-2),(HS-ESS1-3) |protons plus neutrons is conserved. |
|are supported by multiple and independent student-generated |ESS1.B: Earth and the Solar System |(HS-ESS1-3) |
|sources of evidence consistent with scientific ideas, principles, |Kepler’s laws describe common features of the motions|Stability and Change |
|and theories. |of orbiting objects, including their elliptical paths|Much of science deals with constructing |
|Construct an explanation based on valid and reliable evidence |around the sun. Orbits may change due to the |explanations of how things change and |
|obtained from a variety of sources (including students’ own |gravitational effects from, or collisions with, other|how they remain stable. (HS-ESS1-6) |
|investigations, theories, simulations, peer review) and the |objects in the solar system. (HS-ESS1-4) | |
|assumption that theories and laws that describe the natural world |ESS1.C: The History of Planet Earth |----------------------------------------|
|operate today as they did in the past and will continue to do so |Continental rocks, which can be older than 4 billion |------ |
|in the future. (HS-ESS1-2) |years, are generally much older than the rocks of the|Connections to Engineering, Technology, |
|Apply scientific reasoning to link evidence to the claims to |ocean floor, which are less than 200 million years |and Applications of Science |
|assess the extent to which the reasoning and data support the |old. (HS-ESS1-5) | |
|explanation or conclusion. (MS-ESS1-6) |Although active geologic processes, such as plate |Interdependence of Science, Engineering,|
|Engaging in Argument from Evidence |tectonics and erosion, have destroyed or altered most|and Technology |
|Engaging in argument from evidence in 9–12 builds on K–8 |of the very early rock record on Earth, other objects|Science and engineering complement each |
|experiences and progresses to using appropriate and sufficient |in the solar system, such as lunar rocks, asteroids, |other in the cycle known as research and|
|evidence and scientific reasoning to defend and critique claims |and meteorites, have changed little over billions of |development (R&D). Many R&D projects may|
|and explanations about the natural and designed world(s). |years. Studying these objects can provide information|involve scientists, engineers, and |
|Arguments may also come from current scientific or historical |about Earth’s formation and early history. |others with wide ranges of expertise. |
|episodes in science. |(HS-ESS1-6) |(HS-ESS1-2),(HS-ESS1-4) |
|Evaluate evidence behind currently accepted explanations or |ESS2.B: Plate Tectonics and Large-Scale System | |
|solutions to determine the merits of arguments. (HS-ESS1-5) |Interactions |----------------------------------------|
|Obtaining, Evaluating, and Communicating Information |Plate tectonics is the unifying theory that explains |---- |
|Obtaining, evaluating, and communicating information in 9–12 |the past and current movements of the rocks at |Connections to Nature of Science |
|builds on K–8 experiences and progresses to evaluating the |Earth’s surface and provides a framework for | |
|validity and reliability of the claims, methods, and designs. |understanding its geologic history. (ESS2.B Grade 8 |Scientific Knowledge Assumes an Order |
|Communicate scientific ideas (e.g. about phenomena and/or the |GBE) (secondary to HS-ESS1-5) |and Consistency in Natural Systems |
|process of development and the design and performance of a |PS1.C: Nuclear Processes |Scientific knowledge is based on the |
|proposed process or system) in multiple formats (including orally,|Spontaneous radioactive decays follow a |assumption that natural laws operate |
|graphically, textually, and mathematically). (HS-ESS1-3) |characteristic exponential decay law. Nuclear |today as they did in the past and they |
|----------------------------------------------- |lifetimes allow radiometric dating to be used to |will continue to do so in the future. |
|Connections to Nature of Science |determine the ages of rocks and other materials. |(HS-ESS1-2) |
|Science Models, Laws, Mechanisms, and Theories Explain Natural |(secondary to HS-ESS1-5),(secondary to HS-ESS1-6) |Science assumes the universe is a vast |
|Phenomena |PS3.D: Energy in Chemical Processes and Everyday |single system in which basic laws are |
|A scientific theory is a substantiated explanation of some aspect |Life |consistent. (HS-ESS1-2) |
|of the natural world, based on a body of facts that have been |Nuclear Fusion processes in the center of the sun | |
|repeatedly confirmed through observation and experiment and the |release the energy that ultimately reaches Earth as | |
|science community validates each theory before it is accepted. If |radiation. (secondary to HS-ESS1-1) | |
|new evidence is discovered that the theory does not accommodate, |PS4.B Electromagnetic Radiation | |
|the theory is generally modified in light of this new evidence. |Atoms of each element emit and absorb characteristic | |
|(HS-ESS1-2),(HS-ESS1-6) |frequencies of light. These characteristics allow | |
|Models, mechanisms, and explanations collectively serve as tools |identification of the presence of an element, even in| |
|in the development of a scientific theory. (HS-ESS1-6) |microscopic quantities. (secondary to HS-ESS1-2) | |
|Connections to other DCIs in this grade-band: HS.PS1.A (HS-ESS1-2),(HS-ESS1-3); HS.PS1.C (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-3); HS.PS2.A (HS-ESS1-6); HS.PS2.B |
|(HS-ESS1-4),(HS-ESS1-6); HS.PS3.A (HS-ESS1-1),(HS-ESS1-2); HS.PS3.B (HS-ESS1-2),(HS-ESS1-5); HS.PS4.A (HS-ESS1-2); HS.ESS2.A (HS-ESS1-5),(HS-ESS1-6) |
|Articulation of DCIs across grade-bands: MS.PS1.A (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-3); MS.PS2.A (HS-ESS1-4); MS.PS2.B (HS-ESS1-4),(HS-ESS1-6); MS.PS4.B |
|(HS-ESS1-1),(HS-ESS1-2); MS.ESS1.A (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-3),(HS-ESS1-4); MS.ESS1.B (HS-ESS1-1),(HS-ESS1-4),(HS-ESS1-6); MS.ESS1.C |
|(HS-ESS1-5),(HS-ESS1-6); MS.ESS2.A (HS-ESS1-1),(HS-ESS1-5),(HS-ESS1-6); MS.ESS2.B (HS-ESS1-5),(HS-ESS1-6); MS.ESS2.D (HS-ESS1-1) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-5),(HS-ESS1-6) |
|RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or |
|challenging conclusions with other sources of information. (HS-ESS1-5),(HS-ESS1-6) |
|WHST.9-12.1 Write arguments focused on discipline-specific content. (HS-ESS1-6) |
|WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|(HS-ESS1-2),(HS-ESS1-3),(HS-ESS1-5) |
|SL.11-12.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen |
|details; use appropriate eye contact, adequate volume, and clear pronunciation. (HS-ESS1-3) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-3),(HS-ESS1-4),(HS-ESS1-5),(HS-ESS1-6) |
|MP.4 Model with mathematics. (HS-ESS1-1),(HS-ESS1-4) |
|HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose|
|and interpret the scale and the origin in graphs and data displays. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4),(HS-ESS1-5),(HS-ESS1-6) |
|HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4),(HS-ESS1-5),(HS-ESS1-6) |
|HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
|(HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4),(HS-ESS1-5),(HS-ESS1-6) |
|HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4) |
|HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. |
|(HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4) |
|HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4) |
|HSF-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (HS-ESS1-6) |
|HSS-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how those variables are related. (HS-ESS1-6) |
|HS-ESS2 Earth’s Systems |
|Students who demonstrate understanding can: |
|HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and |
|ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor |
|features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive |
|mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the |
|formation of specific geographic features of Earth’s surface.] |
|HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems. |
|[Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts |
|glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. |
|Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how |
|dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local |
|humidity that further reduces the wetland extent.] |
|HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is |
|on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and |
|the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of |
|change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure |
|laboratory experiments.] |
|HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: |
|Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human |
|activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of |
|years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface |
|temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] |
|HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: |
|Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic |
|cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream|
|table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include |
|chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting |
|temperature of most solids).] |
|HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement:|
|Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing|
|the foundation for living organisms.] |
|HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. [Clarification Statement: Emphasis |
|is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which|
|in turn continuously alters Earth’s surface. Examples of include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn |
|increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for |
|the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats|
|for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere |
|interacts with all of Earth’s other systems.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Developing and Using Models |ESS2.B: Plate Tectonics and Large-Scale System |Cause and Effect |
|Modeling in 9–12 builds on K–8 experiences and progresses to |Interactions |Empirical evidence is required to |
|using, synthesizing, and developing models to predict and show|The radioactive decay of unstable isotopes |differentiate between cause and correlation |
|relationships among variables between systems and their |continually generates new energy within Earth’s crust|and make claims about specific causes and |
|components in the natural and designed world(s). |and mantle, providing the primary source of the heat |effects. (HS-ESS2-4) |
|Develop a model based on evidence to illustrate the |that drives mantle convection. Plate tectonics can be|Energy and Matter |
|relationships between systems or between components of a |viewed as the surface expression of mantle |The total amount of energy and matter in |
|system. (HS-ESS2-1),(HS-ESS2-3),(HS-ESS2-6) |convection. (HS-ESS2-3) |closed systems is conserved. (HS-ESS2-6) |
|Use a model to provide mechanistic accounts of phenomena. |Plate tectonics is the unifying theory that explains |Energy drives the cycling of matter within |
|(HS-ESS2-4) |the past and current movements of the rocks at |and between systems. (HS-ESS2-3) |
|Planning and Carrying Out Investigations |Earth’s surface and provides a framework for |Structure and Function |
|Planning and carrying out investigations in 9-12 builds on K-8|understanding its geologic history. Plate movements |The functions and properties of natural and |
|experiences and progresses to include investigations that |are responsible for most continental and ocean-floor |designed objects and systems can be inferred |
|provide evidence for and test conceptual, mathematical, |features and for the distribution of most rocks and |from their overall structure, the way their |
|physical, and empirical models. |minerals within Earth’s crust. (ESS2.B Grade 8 GBE) |components are shaped and used, and the |
|Plan and conduct an investigation individually and |(HS-ESS2-1) |molecular substructures of its various |
|collaboratively to produce data to serve as the basis for |ESS2.C: The Roles of Water in Earth’s Surface |materials. (HS-ESS2-5) |
|evidence, and in the design: decide on types, how much, and |Processes |Stability and Change |
|accuracy of data needed to produce reliable measurements and |The abundance of liquid water on Earth’s surface and |Much of science deals with constructing |
|consider limitations on the precision of the data (e.g., |its unique combination of physical and chemical |explanations of how things change and how |
|number of trials, cost, risk, time), and refine the design |properties are central to the planet’s dynamics. |they remain stable. (HS-ESS2-7) |
|accordingly. (HS-ESS2-5) |These properties include water’s exceptional capacity|Change and rates of change can be quantified |
|Analyzing and Interpreting Data |to absorb, store, and release large amounts of |and modeled over very short or very long |
|Analyzing data in 9–12 builds on K–8 experiences and |energy, transmit sunlight, expand upon freezing, |periods of time. Some system changes are |
|progresses to introducing more detailed statistical analysis, |dissolve and transport materials, and lower the |irreversible. (HS-ESS2-1) |
|the comparison of data sets for consistency, and the use of |viscosities and melting points of rocks. (HS-ESS2-5) |Feedback (negative or positive) can stabilize|
|models to generate and analyze data. |ESS2.D: Weather and Climate |or destabilize a system. (HS-ESS2-2) |
|Analyze data using tools, technologies, and/or models (e.g., |The foundation for Earth’s global climate systems is |---------------------------------------- |
|computational, mathematical) in order to make valid and |the electromagnetic radiation from the sun, as well |Connections to Engineering, Technology, |
|reliable scientific claims or determine an optimal design |as its reflection, absorption, storage, and |and Applications of Science |
|solution. (HS-ESS2-2) |redistribution among the atmosphere, ocean, and land | |
|Engaging in Argument from Evidence |systems, and this energy’s re-radiation into space. |Interdependence of Science, Engineering, and |
|Engaging in argument from evidence in 9–12 builds on K–8 |(HS-ESS2-4) |Technology |
|experiences and progresses to using appropriate and sufficient|Gradual atmospheric changes were due to plants and |Science and engineering complement each other|
|evidence and scientific reasoning to defend and critique |other organisms that captured carbon dioxide and |in the cycle known as research and |
|claims and explanations about the natural and designed |released oxygen. (HS-ESS2-6),(HS-ESS2-7) |development (R&D). Many R&D projects may |
|world(s). Arguments may also come from current scientific or |Changes in the atmosphere due to human activity have |involve scientists, engineers, and others |
|historical episodes in science. |increased carbon dioxide concentrations and thus |with wide ranges of expertise. (HS-ESS2-3) |
|Construct an oral and written argument or counter-arguments |affect climate. (HS-ESS2-6),(HS-ESS2-4) |Influence of Engineering, Technology, and |
|based on data and evidence. (HS-ESS2-7) |ESS2.E: Biogeology |Science on Society and the Natural World |
|-------------------------------------------------------- |The many dynamic and delicate feedbacks between the |New technologies can have deep impacts on |
|Connections to Nature of Science |biosphere and other Earth systems cause a continual |society and the environment, including some |
|Scientific Knowledge is Based on Empirical Evidence |co-evolution of Earth’s surface and the life that |that were not anticipated. Analysis of costs |
|Science knowledge is based on empirical evidence. (HS-ESS2-3) |exists on it. (HS-ESS2-7) |and benefits is a critical aspect of |
|Science disciplines share common rules of evidence used to |PS4.A: Wave Properties |decisions about technology. (HS-ESS2-2) |
|evaluate explanations about natural systems. (HS-ESS2-3) |Geologists use seismic waves and their reflection at | |
|Science includes the process of coordinating patterns of |interfaces between layers to probe structures deep in| |
|evidence with current theory. (HS-ESS2-3) |the planet. (secondary to HS-ESS2-3) | |
|Science arguments are strengthened by multiple lines of | | |
|evidence supporting a single explanation. (HS-ESS2-4) | | |
|Connections to other DCIs in this grade-band: HS.PS1.A (HS-ESS2-5),(HS-ESS2-6); HS.PS1.B (HS-ESS2-5),(HS-ESS2-6); HS.PS2.B (HS-ESS2-1),(HS-ESS2-3); HS.PS3.A |
|(HS-ESS2-4); HS.PS3.B (HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-4),(HS-ESS2-5); HS.PS3.D (HS-ESS2-3),(HS-ESS2-6); HS.PS4.B (HS-ESS2-2); HS.LS1.C (HS-ESS2-6); HS.LS2.A |
|(HS-ESS2-7); HS.LS2.B (HS-ESS2-2),(HS-ESS2-6); HS.LS2.C (HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-7); HS.LS4.A (HS-ESS2-7); HS.LS4.B (HS-ESS2-7); HS.LS4.C (HS-ESS2-7); |
|HS.LS4.D (HS-ESS2-2),(HS-ESS2-7); HS.ESS1.C (HS-ESS2-4); HS.ESS3.C (HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-5),(HS-ESS2-6); HS.ESS3.D (HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-6)|
|Articulation of DCIs across grade-bands: MS.PS1.A (HS-ESS2-3),(HS-ESS2-5),(HS-ESS2-6); MS.PS1.B (HS-ESS2-3); MS.PS2.B (HS-ESS2-1),(HS-ESS2-3); MS.PS3.A |
|(HS-ESS2-3),(HS-ESS2-4); MS.PS3.B (HS-ESS2-3),(HS-ESS2-4); MS.PS3.D (HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-6); MS.PS4.B |
|(HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-5),(HS-ESS2-6); MS.LS1.C (HS-ESS2-4); MS.LS2.A (HS-ESS2-7); MS.LS2.B (HS-ESS2-1),(HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-6); MS.LS2.C |
|(HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-7); MS.LS4.A (HS-ESS2-7); MS.LS4.B (HS-ESS2-7); MS.LS4.C (HS-ESS2-2),(HS-ESS2-7); MS.ESS1.C (HS-ESS2-3),(HS-ESS2-7); MS.ESS2.A |
|(HS-ESS2-1),(HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-4),(HS-ESS2-5),(HS-ESS2-6),(HS-ESS2-7); MS.ESS2.B (HS-ESS2-1),(HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-4),(HS-ESS2-6); |
|MS.ESS2.C (HS-ESS2-1),(HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-5),(HS-ESS2-6),(HS-ESS2-7); MS.ESS2.D (HS-ESS2-1),(HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-5); MS.ESS2.E |
|(HS-ESS2-1),(HS-ESS2-2),(HS-ESS2-5),(HS-ESS2-6); MS.ESS3.C (HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-6); MS.ESS3.D (HS-ESS2-2),(HS-ESS2-4),(HS-ESS2-6) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-ESS2-2),(HS-ESS2-3) |
|RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them |
|in simpler but still accurate terms. (HS-ESS2-2) |
|WHST.9-12.1 Write arguments focused on discipline-specific content. (HS-ESS2-7) |
|WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |
|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-ESS2-5) |
|SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of |
|findings, reasoning, and evidence and to add interest. (HS-ESS2-1),(HS-ESS2-3),(HS-ESS2-4) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-ESS2-1),(HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-4),(HS-ESS2-6) |
|MP.4 Model with mathematics. (HS-ESS2-1),(HS-ESS2-3),(HS-ESS2-4),(HS-ESS2-6) |
|HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose|
|and interpret the scale and the origin in graphs and data displays. (HS-ESS2-1),(HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-4),(HS-ESS2-6) |
|HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-1),(HS-ESS2-3),(HS-ESS2-4),(HS-ESS2-6) |
|HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
|(HS-ESS2-1),(HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-4),(HS-ESS2-5),(HS-ESS2-6) |
|HS-ESS3 Earth and Human Activity |
|Students who demonstrate understanding can: |
|HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have |
|influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), |
|regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes |
|(such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, |
|floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional |
|patterns of temperature and precipitation, and the types of crops and livestock that can be raised.] |
|HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification|
|Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it |
|is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and |
|natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.] |
|HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and |
|biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste |
|management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural |
|efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided |
|multi-parameter programs or constructing simplified spreadsheet calculations.] |
|HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data |
|on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in |
|land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local |
|efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large|
|changes to the atmosphere or ocean).] |
|HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional |
|climate change and associated future impacts to Earth systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for |
|climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean |
|composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.] |
|HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human |
|activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An |
|example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on |
|land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not |
|include running computational representations but is limited to using the published results of scientific computational models.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Analyzing and Interpreting Data |ESS2.D: Weather and Climate |Cause and Effect |
|Analyzing data in 9–12 builds on K–8 experiences and progresses |Current models predict that, although future |Empirical evidence is required to differentiate|
|to introducing more detailed statistical analysis, the comparison|regional climate changes will be complex and |between cause and correlation and make claims |
|of data sets for consistency, and the use of models to generate |varied, average global temperatures will |about specific causes and effects. (HS-ESS3-1) |
|and analyze data. |continue to rise. The outcomes predicted by |Systems and System Models |
|Analyze data using computational models in order to make valid |global climate models strongly depend on the |When investigating or describing a system, the |
|and reliable scientific claims. (HS-ESS3-5) |amounts of human-generated greenhouse gases |boundaries and initial conditions of the system|
|Using Mathematics and Computational Thinking |added to the atmosphere each year and by the |need to be defined and their inputs and outputs|
|Mathematical and computational thinking in 9-12 builds on K-8 |ways in which these gases are absorbed by the |analyzed and described using models. |
|experiences and progresses to using algebraic thinking and |ocean and biosphere. (secondary to HS-ESS3-6) |(HS-ESS3-6) |
|analysis, a range of linear and nonlinear functions including |ESS3.A: Natural Resources |Stability and Change |
|trigonometric functions, exponentials and logarithms, and |Resource availability has guided the development|Change and rates of change can be quantified |
|computational tools for statistical analysis to analyze, |of human society. (HS-ESS3-1) |and modeled over very short or very long |
|represent, and model data. Simple computational simulations are |All forms of energy production and other |periods of time. Some system changes are |
|created and used based on mathematical models of basic |resource extraction have associated economic, |irreversible. (HS-ESS3-3),(HS-ESS3-5) |
|assumptions. |social, environmental, and geopolitical costs |Feedback (negative or positive) can stabilize |
|Create a computational model or simulation of a phenomenon, |and risks as well as benefits. New technologies |or destabilize a system. (HS-ESS3-4) |
|designed device, process, or system. (HS-ESS3-3) |and social regulations can change the balance of|-----------------------------------------------|
|Use a computational representation of phenomena or design |these factors. (HS-ESS3-2) |Connections to Engineering, Technology, |
|solutions to describe and/or support claims and/or explanations. |ESS3.B: Natural Hazards |and Applications of Science |
|(HS-ESS3-6) |Natural hazards and other geologic events have | |
|Constructing Explanations and Designing Solutions |shaped the course of human history; [they] have |Influence of Engineering, Technology, and |
|Constructing explanations and designing solutions in 9–12 builds |significantly altered the sizes of human |Science on Society and the Natural World |
|on K–8 experiences and progresses to explanations and designs |populations and have driven human migrations. |Modern civilization depends on major |
|that are supported by multiple and independent student-generated |(HS-ESS3-1) |technological systems. (HS-ESS3-1),(HS-ESS3-3) |
|sources of evidence consistent with scientific knowledge, |ESS3.C: Human Impacts on Earth Systems |Engineers continuously modify these |
|principles, and theories. |The sustainability of human societies and the |technological systems by applying scientific |
|Construct an explanation based on valid and reliable evidence |biodiversity that supports them requires |knowledge and engineering design practices to |
|obtained from a variety of sources (including students’ own |responsible management of natural resources. |increase benefits while decreasing costs and |
|investigations, models, theories, simulations, peer review) and |(HS-ESS3-3) |risks. (HS-ESS3-2),(HS-ESS3-4) |
|the assumption that theories and laws that describe the natural |Scientists and engineers can make major |New technologies can have deep impacts on |
|world operate today as they did in the past and will continue to |contributions by developing technologies that |society and the environment, including some |
|do so in the future. (HS-ESS3-1) |produce less pollution and waste and that |that were not anticipated. (HS-ESS3-3) |
|Design or refine a solution to a complex real-world problem, |preclude ecosystem degradation. (HS-ESS3-4) |Analysis of costs and benefits is a critical |
|based on scientific knowledge, student-generated sources of |ESS3.D: Global Climate Change |aspect of decisions about technology. |
|evidence, prioritized criteria, and tradeoff considerations. |Though the magnitudes of human impacts are |(HS-ESS3-2) |
|(HS-ESS3-4) |greater than they have ever been, so too are |---------------------------------------------- |
|Engaging in Argument from Evidence |human abilities to model, predict, and manage |Connections to Nature of Science |
|Engaging in argument from evidence in 9–12 builds on K–8 |current and future impacts. (HS-ESS3-5) |Science is a Human Endeavor |
|experiences and progresses to using appropriate and sufficient |Through computer simulations and other studies, |Science is a result of human endeavors, |
|evidence and scientific reasoning to defend and critique claims |important discoveries are still being made about|imagination, and creativity. (HS-ESS3-3) |
|and explanations about natural and designed world(s). Arguments |how the ocean, the atmosphere, and the biosphere|Science Addresses Questions About the Natural |
|may also come from current scientific or historical episodes in |interact and are modified in response to human |and Material World |
|science. |activities. (HS-ESS3-6) |Science and technology may raise ethical issues|
|Evaluate competing design solutions to a real-world problem based|ETS1.B: Developing Possible Solutions |for which science, by itself, does not provide |
|on scientific ideas and principles, empirical evidence, and |When evaluating solutions, it is important to |answers and solutions. (HS-ESS3-2) |
|logical arguments regarding relevant factors (e.g. economic, |take into account a range of constraints, |Science knowledge indicates what can happen in |
|societal, environmental, ethical considerations). (HS-ESS3-2) |including cost, safety, reliability, and |natural systems—not what should happen. The |
|---------------------------------------------- |aesthetics, and to consider social, cultural, |latter involves ethics, values, and human |
|Connections to Nature of Science |and environmental impacts. (secondary to |decisions about the use of knowledge. |
| |HS-ESS3-2),(secondary HS-ESS3-4) |(HS-ESS3-2) |
|Scientific Investigations Use a Variety of Methods | |Many decisions are not made using science |
|Science investigations use diverse methods and do not always use | |alone, but rely on social and cultural contexts|
|the same set of procedures to obtain data. (HS-ESS3-5) | |to resolve issues. (HS-ESS3-2) |
|New technologies advance scientific knowledge. (HS-ESS3-5) | | |
|Scientific Knowledge is Based on Empirical Evidence | | |
|Science knowledge is based on empirical evidence. (HS-ESS3-5) | | |
|Science arguments are strengthened by multiple lines of evidence | | |
|supporting a single explanation. (HS-ESS3-5)) | | |
|Connections to other DCIs in this grade-band: HS.PS1.B (HS-ESS3-3); HS.PS3.B (HS-ESS3-2),(HS-ESS3-5); HS.PS3.D (HS-ESS3-2),(HS-ESS3-5); HS.LS1.C (HS-ESS3-5); |
|HS.LS2.A (HS-ESS3-2),(HS-ESS3-3); HS.LS2.B (HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-6); HS.LS2.C (HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); HS.LS4.D |
|(HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); HS.ESS2.A (HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-6); HS.ESS2.D (HS-ESS3-5); HS.ESS2.E (HS-ESS3-3) |
|Articulation of DCIs across grade-bands: MS.PS1.B (HS-ESS3-3); MS.PS3.B (HS-ESS3-5); MS.PS3.D (HS-ESS3-2),(HS-ESS3-5); MS.LS2.A |
|(HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3); MS.LS2.B (HS-ESS3-2),(HS-ESS3-3); MS.LS2.C (HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); MS.LS4.C (HS-ESS3-3); MS.LS4.D |
|(HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3); MS.ESS2.A (HS-ESS3-1),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6); MS.ESS2.C (HS-ESS3-6); MS.ESS2.D (HS-ESS3-5); |
|MS.ESS2.E (HS-ESS3-3),(HS-ESS3-4); MS.ESS3.A (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3); MS.ESS3.B (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-5); MS.ESS3.C |
|(HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-4), (HS-ESS3-5),(HS-ESS3-6); MS.ESS3.D (HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-4),(HS-ESS3-5) |
|RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them |
|in simpler but still accurate terms. (HS-ESS3-5) |
|RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order |
|to address a question or solve a problem. (HS-ESS3-5) |
|RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or |
|challenging conclusions with other sources of information. (HS-ESS3-2),(HS-ESS3-4) |
|WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|(HS-ESS3-1) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6) |
|MP.4 Model with mathematics. (HS-ESS3-3),(HS-ESS3-6) |
|HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose|
|and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6) |
|HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6) |
|HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6) |
|HS-PS1 Matter and Its Interactions |
|Students who demonstrate understanding can: |
|HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of |
|atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, |
|numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include |
|quantitative understanding of ionization energy beyond relative trends.] |
|HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the |
|periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction of |
|sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group |
|elements and combustion reactions.] |
|HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical |
|forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific |
|intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples |
|of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does |
|not include Raoult’s law calculations of vapor pressure.] |
|HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. |
|[Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include |
|molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is |
|conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of |
|reactants and products.] |
|HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting |
|particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of |
|collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature,|
|concentration, and rate data; and qualitative relationships between rate and temperature.] |
|HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* |
|[Clarification Statement: Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions|
|of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to |
|increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one |
|variable at a time. Assessment does not include calculating equilibrium constants and concentrations.] |
|HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification |
|Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and |
|the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on |
|assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment |
|does not include complex chemical reactions.] |
|HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion,|
|and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in|
|nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. |
|Assessment is limited to alpha, beta, and gamma radioactive decays.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Developing and Using Models |PS1.A: Structure and Properties of Matter |Patterns |
|Modeling in 9–12 builds on K–8 and progresses to using, |Each atom has a charged substructure consisting of a |Different patterns may be observed at|
|synthesizing, and developing models to predict and show |nucleus, which is made of protons and neutrons, |each of the scales at which a system |
|relationships among variables between systems and their components |surrounded by electrons. (HS-PS1-1) |is studied and can provide evidence |
|in the natural and designed worlds. |The periodic table orders elements horizontally by the |for causality in explanations of |
|Develop a model based on evidence to illustrate the relationships |number of protons in the atom’s nucleus and places those|phenomena. |
|between systems or between components of a system. |with similar chemical properties in columns. The |(HS-PS1-1),(HS-PS1-2),(HS-PS1-3),(HS-|
|(HS-PS1-4),(HS-PS1-8) |repeating patterns of this table reflect patterns of |PS1-5) |
|Use a model to predict the relationships between systems or between|outer electron states. (HS-PS1-1),(HS-PS1-2) |Energy and Matter |
|components of a system. (HS-PS1-1) |The structure and interactions of matter at the bulk |In nuclear processes, atoms are not |
|Planning and Carrying Out Investigations |scale are determined by electrical forces within and |conserved, but the total number of |
|Planning and carrying out investigations in 9-12 builds on K-8 |between atoms. (HS-PS1-3),(secondary to HS-PS2-6) |protons plus neutrons is conserved. |
|experiences and progresses to include investigations that provide |Stable forms of matter are those in which the electric |(HS-PS1-8) |
|evidence for and test conceptual, mathematical, physical, and |and magnetic field energy is minimized. A stable |The total amount of energy and matter|
|empirical models. |molecule has less energy than the same set of atoms |in closed systems is conserved. |
|Plan and conduct an investigation individually and collaboratively |separated; one must provide at least this energy in |(HS-PS1-7) |
|to produce data to serve as the basis for evidence, and in the |order to take the molecule apart. (HS-PS1-4) |Changes of energy and matter in a |
|design: decide on types, how much, and accuracy of data needed to |PS1.B: Chemical Reactions |system can be described in terms of |
|produce reliable measurements and consider limitations on the |Chemical processes, their rates, and whether or not |energy and matter flows into, out of,|
|precision of the data (e.g., number of trials, cost, risk, time), |energy is stored or released can be understood in terms |and within that system. (HS-PS1-4) |
|and refine the design accordingly. (HS-PS1-3) |of the collisions of molecules and the rearrangements of|Stability and Change |
|Using Mathematics and Computational Thinking |atoms into new molecules, with consequent changes in the|Much of science deals with |
|Mathematical and computational thinking at the 9–12 level builds on|sum of all bond energies in the set of molecules that |constructing explanations of how |
|K–8 and progresses to using algebraic thinking and analysis, a |are matched by changes in kinetic energy. |things change and how they remain |
|range of linear and nonlinear functions including trigonometric |(HS-PS1-4),(HS-PS1-5) |stable. (HS-PS1-6) |
|functions, exponentials and logarithms, and computational tools for|In many situations, a dynamic and condition-dependent |--------------------------------- |
|statistical analysis to analyze, represent, and model data. Simple |balance between a reaction and the reverse reaction |Connections to Nature of Science |
|computational simulations are created and used based on |determines the numbers of all types of molecules | |
|mathematical models of basic assumptions. |present. (HS-PS1-6) |Scientific Knowledge Assumes an Order|
|Use mathematical representations of phenomena to support claims. |The fact that atoms are conserved, together with |and Consistency in Natural Systems |
|(HS-PS1-7) |knowledge of the chemical properties of the elements |Science assumes the universe is a |
|Constructing Explanations and Designing Solutions |involved, can be used to describe and predict chemical |vast single system in which basic |
|Constructing explanations and designing solutions in 9–12 builds on|reactions. (HS-PS1-2),(HS-PS1-7) |laws are consistent. (HS-PS1-7) |
|K–8 experiences and progresses to explanations and designs that are|PS1.C: Nuclear Processes | |
|supported by multiple and independent student-generated sources of |Nuclear processes, including fusion, fission, and | |
|evidence consistent with scientific ideas, principles, and |radioactive decays of unstable nuclei, involve release | |
|theories. |or absorption of energy. The total number of neutrons | |
|Apply scientific principles and evidence to provide an explanation |plus protons does not change in any nuclear process. | |
|of phenomena and solve design problems, taking into account |(HS-PS1-8) | |
|possible unanticipated effects. (HS-PS1-5) |ETS1.C: Optimizing the Design Solution | |
|Construct and revise an explanation based on valid and reliable |Criteria may need to be broken down into simpler ones | |
|evidence obtained from a variety of sources (including students’ |that can be approached systematically, and decisions | |
|own investigations, models, theories, simulations, peer review) and|about the priority of certain criteria over others | |
|the assumption that theories and laws that describe the natural |(trade-offs) may be needed. (secondary to HS-PS1-6) | |
|world operate today as they did in the past and will continue to do| | |
|so in the future. (HS-PS1-2) | | |
|Refine a solution to a complex real-world problem, based on | | |
|scientific knowledge, student-generated sources of evidence, | | |
|prioritized criteria, and tradeoff considerations. (HS-PS1-6) | | |
|Connections to other DCIs in this grade-band: HS.LS1.C (HS-PS1-1),(HS-PS1-2),(HS-PS1-4),(HS-PS1-7); HS.LS2.B (HS-PS1-7); HS.PS3.A |
|(HS-PS1-4),(HS-PS1-5),(HS-PS1-8); HS.PS3.B (HS-PS1-4),(HS-PS1-6),(HS-PS1-7),(HS-PS1-8); HS.PS3.C (HS-PS1-8); HS.PS3.D (HS-PS1-4),(HS-PS1-8); HS.ESS1.A |
|(HS-PS1-8); HS.ESS1.C (HS-PS1-8); HS.ESS2.C (HS-PS1-2),(HS-PS1-3); HS.ESS3.A (HS-PS1-8); HS.ESS3.C (HS-PS1-8) |
|Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS1-1),(HS-PS1-2),(HS-PS1-3),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7),(HS-PS1-8); MS.PS1.B |
|(HS-PS1-1),(HS-PS1-2),(HS-PS1-4),(HS-PS1-5),(HS-PS1-6),(HS-PS1-7),(HS-PS1-8); MS.PS1.C (HS-PS1-8); MS.PS2.B (HS-PS1-3),(HS-PS1-4),(HS-PS1-5); MS.PS2.C |
|(HS-PS1-6); MS.PS3.A (HS-PS1-5); MS.PS3.B (HS-PS1-5); MS.PS3.D (HS-PS1-4); MS.LS1.C (HS-PS1-4),(HS-PS1-7); MS.LS2.B (HS-PS1-7); MS.ESS2.A (HS-PS1-7),(HS-PS1-8) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information |
|expressed visually or mathematically (e.g., in an equation) into words. (HS-PS1-1) |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-PS1-3),(HS-PS1-5) |
|WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|(HS-PS1-2),(HS-PS1-5) |
|WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most |
|significant for a specific purpose and audience. (HS-PS1-2) |
|WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |
|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
|(HS-PS1-3),(HS-PS1-6) |
|WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and |
|limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, |
|avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS1-3) |
|WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3) |
|SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of |
|findings, reasoning, and evidence and to add interest. (HS-PS1-4) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-PS1-5),(HS-PS1-7) |
|MP.4 Model with mathematics. (HS-PS1-4),(HS-PS1-8) |
|HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose|
|and interpret the scale and the origin in graphs and data displays. (HS-PS1-2),(HS-PS1-3),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7),(HS-PS1-8) |
|HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4),(HS-PS1-7),(HS-PS1-8) |
|HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
|(HS-PS1-2),(HS-PS1-3),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7),(HS-PS1-8) |
|HS-PS2 Motion and Stability: Forces and Interactions |
|Students who demonstrate understanding can: |
|HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic |
|object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time |
|for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] |
|[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] |
|HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the |
|system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] |
|[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] |
|HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* |
|[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and |
|modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to |
|qualitative evaluations and/or algebraic manipulations.] |
|HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces |
|between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment |
|Boundary: Assessment is limited to systems with two objects.] |
|HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can |
|produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] |
|HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* |
|[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why |
|electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed |
|to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Planning and Carrying Out Investigations |PS2.A: Forces and Motion |Patterns |
|Planning and carrying out investigations to answer questions or test |Newton’s second law accurately predicts changes in |Different patterns may be observed |
|solutions to problems in 9–12 builds on K–8 experiences and progresses to |the motion of macroscopic objects. (HS-PS2-1) |at each of the scales at which a |
|include investigations that provide evidence for and test conceptual, |Momentum is defined for a particular frame of |system is studied and can provide |
|mathematical, physical and empirical models. |reference; it is the mass times the velocity of the|evidence for causality in |
|Plan and conduct an investigation individually and collaboratively to |object. In any system, total momentum is always |explanations of phenomena. |
|produce data to serve as the basis for evidence, and in the design: decide|conserved. (HS-PS2-2) |(HS-PS2-4) |
|on types, how much, and accuracy of data needed to produce reliable |If a system interacts with objects outside itself, |Cause and Effect |
|measurements and consider limitations on the precision of the data (e.g., |the total momentum of the system can change; |Empirical evidence is required to |
|number of trials, cost, risk, time), and refine the design accordingly. |however, any such change is balanced by changes in |differentiate between cause and |
|(HS-PS2-5) |the momentum of objects outside the system. |correlation and make claims about |
|Analyzing and Interpreting Data |(HS-PS2-2),(HS-PS2-3) |specific causes and effects. |
|Analyzing data in 9–12 builds on K–8 and progresses to introducing more |PS2.B: Types of Interactions |(HS-PS2-1),(HS-PS2-5) |
|detailed statistical analysis, the comparison of data sets for |Newton’s law of universal gravitation and Coulomb’s|Systems can be designed to cause a |
|consistency, and the use of models to generate and analyze data. |law provide the mathematical models to describe and|desired effect. (HS-PS2-3) |
|Analyze data using tools, technologies, and/or models (e.g., |predict the effects of gravitational and |Systems and System Models |
|computational, mathematical) in order to make valid and reliable |electrostatic forces between distant objects. |When investigating or describing a |
|scientific claims or determine an optimal design solution. (HS-PS2-1) |(HS-PS2-4) |system, the boundaries and initial |
|Using Mathematics and Computational Thinking |Forces at a distance are explained by fields |conditions of the system need to be|
|Mathematical and computational thinking at the 9–12 level builds on K–8 |(gravitational, electric, and magnetic) permeating |defined. (HS-PS2-2) |
|and progresses to using algebraic thinking and analysis, a range of linear|space that can transfer energy through space. |Structure and Function |
|and nonlinear functions including trigonometric functions, exponentials |Magnets or electric currents cause magnetic fields;|Investigating or designing new |
|and logarithms, and computational tools for statistical analysis to |electric charges or changing magnetic fields cause |systems or structures requires a |
|analyze, represent, and model data. Simple computational simulations are |electric fields. (HS-PS2-4),(HS-PS2-5) |detailed examination of the |
|created and used based on mathematical models of basic assumptions. |Attraction and repulsion between electric charges |properties of different materials, |
|Use mathematical representations of phenomena to describe explanations. |at the atomic scale explain the structure, |the structures of different |
|(HS-PS2-2),(HS-PS2-4) |properties, and transformations of matter, as well |components, and connections of |
|Constructing Explanations and Designing Solutions |as the contact forces between material objects. |components to reveal its function |
|Constructing explanations and designing solutions in 9–12 builds on K–8 |(HS-PS2-6),(secondary to HS-PS1-1),(secondary to |and/or solve a problem. (HS-PS2-6) |
|experiences and progresses to explanations and designs that are supported |HS-PS1-3) | |
|by multiple and independent student-generated sources of evidence |PS3.A: Definitions of Energy | |
|consistent with scientific ideas, principles, and theories. |…and “electrical energy” may mean energy stored in | |
|Apply scientific ideas to solve a design problem, taking into account |a battery or energy transmitted by electric | |
|possible unanticipated effects. (HS-PS2-3) |currents. (secondary to HS-PS2-5) | |
|Obtaining, Evaluating, and Communicating Information |ETS1.A: Defining and Delimiting Engineering | |
|Obtaining, evaluating, and communicating information in 9–12 builds on K–8|Problems | |
|and progresses to evaluating the validity and reliability of the claims, |Criteria and constraints also include satisfying | |
|methods, and designs. |any requirements set by society, such as taking | |
|Communicate scientific and technical information (e.g. about the process |issues of risk mitigation into account, and they | |
|of development and the design and performance of a proposed process or |should be quantified to the extent possible and | |
|system) in multiple formats (including orally, graphically, textually, and|stated in such a way that one can tell if a given | |
|mathematically). (HS-PS2-6) |design meets them. (secondary to HS-PS2-3) | |
| |ETS1.C: Optimizing the Design Solution | |
|----------------------------------------------------- |Criteria may need to be broken down into simpler | |
|Connections to Nature of Science |ones that can be approached systematically, and | |
| |decisions about the priority of certain criteria | |
|Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena |over others (trade-offs) may be needed. (secondary | |
|Theories and laws provide explanations in science. (HS-PS2-1),(HS-PS2-4) |to HS-PS2-3) | |
|Laws are statements or descriptions of the relationships among observable | | |
|phenomena. (HS-PS2-1),(HS-PS2-4) | | |
|Connections to other DCIs in this grade-band: HS.PS3.A (HS-PS2-4),(HS-PS2-5); HS.PS3.C (HS-PS2-1); HS.PS4.B (HS-PS2-5); HS.ESS1.B (HS-PS2-4); HS.ESS2.A |
|(HS-PS2-5) |
|Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS2-5); MS.PS2.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.PS2.B (HS-PS2-4),(HS-PS2-5),(HS-PS2-6); MS.PS3.C |
|(HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.ESS1.B (HS-PS2-4),(HS-PS2-5) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-PS2-1),(HS-PS2-6) |
|RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order |
|to address a question or solve a problem. (HS-PS2-1) |
|WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|(HS-PS2-6) |
|WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |
|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
|(HS-PS2-3),(HS-PS2-5) |
|WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and |
|limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, |
|avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5) |
|WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1),(HS-PS2-5) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4) |
|MP.4 Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4) |
|HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose |
|and interpret the scale and the origin in graphs and data displays. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6) |
|HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6) |
|HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6) |
|HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1),(HS-PS2-4) |
|HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. |
|(HS-PS2-1),(HS-PS2-4) |
|HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1),(HS-PS2-2) |
|HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. |
|(HS-PS2-1),(HS-PS2-2) |
|HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),(HS-PS2-2) |
|HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. |
|(HS-PS2-1) |
|HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1) |
|HS-PS3 Energy |
|Students who demonstrate understanding can: |
|HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and |
|energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.]|
|[Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic|
|energy, and/or the energies in gravitational, magnetic, or electric fields.] |
|HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in |
|fields. [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy |
|stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, |
|drawings, descriptions, and computer simulations.] |
|HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification |
|Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar|
|cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for |
|quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] |
|HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined |
|within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement:|
|Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. |
|Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment |
|Boundary: Assessment is limited to investigations based on materials and tools provided to students.] |
|HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in |
|energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what|
|happens when two charges of opposite polarity are near each other, including an explanation of how the change in energy of the objects is related to the change in|
|energy of the field.] [Assessment Boundary: Assessment is limited to systems containing two objects.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Developing and Using Models |PS3.A: Definitions of Energy |Cause and Effect |
|Modeling in 9–12 builds on K–8 and progresses to |Energy is a quantitative property of a system that depends on |Cause and effect relationships can be |
|using, synthesizing, and developing models to predict |the motion and interactions of matter and radiation within |suggested and predicted for complex natural |
|and show relationships among variables between systems|that system. That there is a single quantity called energy is |and human designed systems by examining what|
|and their components in the natural and designed |due to the fact that a system’s total energy is conserved, |is known about smaller scale mechanisms |
|worlds. |even as, within the system, energy is continually transferred |within the system. (HS-PS3-5) |
|Develop and use a model based on evidence to |from one object to another and between its various possible |Systems and System Models |
|illustrate the relationships between systems or |forms. (HS-PS3-1),(HS-PS3-2) |When investigating or describing a system, |
|between components of a system. (HS-PS3-2),(HS-PS3-5) |At the macroscopic scale, energy manifests itself in multiple |the boundaries and initial conditions of the|
|Planning and Carrying Out Investigations |ways, such as in motion, sound, light, and thermal energy. |system need to be defined and their inputs |
|Planning and carrying out investigations to answer |(HS-PS3-2) (HS-PS3-3) |and outputs analyzed and described using |
|questions or test solutions to problems in 9–12 builds|These relationships are better understood at the microscopic |models. (HS-PS3-4) |
|on K–8 experiences and progresses to include |scale, at which all of the different manifestations of energy |Models can be used to predict the behavior |
|investigations that provide evidence for and test |can be modeled as either motions of particles or energy stored|of a system, but these predictions have |
|conceptual, mathematical, physical, and empirical |in fields (which mediate interactions between particles). This|limited precision and reliability due to the|
|models. |last concept includes radiation, a phenomenon in which energy |assumptions and approximations inherent in |
|Plan and conduct an investigation individually and |stored in fields moves across space. (HS-PS3-2) |models. (HS-PS3-1) |
|collaboratively to produce data to serve as the basis |PS3.B: Conservation of Energy and Energy Transfer |Energy and Matter |
|for evidence, and in the design: decide on types, how |Conservation of energy means that the total change of energy |Changes of energy and matter in a system can|
|much, and accuracy of data needed to produce reliable |in any system is always equal to the total energy transferred |be described in terms of energy and matter |
|measurements and consider limitations on the precision|into or out of the system. (HS-PS3-1) |flows into, out of, and within that system. |
|of the data (e.g., number of trials, cost, risk, |Energy cannot be created or destroyed, but it can be |(HS-PS3-3) |
|time), and refine the design accordingly. (HS-PS3-4) |transported from one place to another and transferred between |Energy cannot be created or destroyed—only |
|Using Mathematics and Computational Thinking |systems. (HS-PS3-1),(HS-PS3-4) |moves between one place and another place, |
|Mathematical and computational thinking at the 9–12 |Mathematical expressions, which quantify how the stored energy|between objects and/or fields, or between |
|level builds on K–8 and progresses to using algebraic |in a system depends on its configuration (e.g. relative |systems. (HS-PS3-2) |
|thinking and analysis, a range of linear and nonlinear|positions of charged particles, compression of a spring) and | |
|functions including trigonometric functions, |how kinetic energy depends on mass and speed, allow the | |
|exponentials and logarithms, and computational tools |concept of conservation of energy to be used to predict and | |
|for statistical analysis to analyze, represent, and |describe system behavior. (HS-PS3-1) |--------------------------------------------|
|model data. Simple computational simulations are |The availability of energy limits what can occur in any |---- |
|created and used based on mathematical models of basic|system. (HS-PS3-1) |Connections to Engineering, Technology, and |
|assumptions. |Uncontrolled systems always evolve toward more stable |Applications of Science |
|Create a computational model or simulation of a |states—that is, toward more uniform energy distribution (e.g.,|Influence of Science, Engineering, and |
|phenomenon, designed device, process, or system. |water flows downhill, objects hotter than their surrounding |Technology on Society and the Natural World |
|(HS-PS3-1) |environment cool down). (HS-PS3-4) |Modern civilization depends on major |
|Constructing Explanations and Designing Solutions |PS3.C: Relationship Between Energy and Forces |technological systems. Engineers |
|Constructing explanations and designing solutions in |When two objects interacting through a field change relative |continuously modify these technological |
|9–12 builds on K–8 experiences and progresses to |position, the energy stored in the field is changed. |systems by applying scientific knowledge and|
|explanations and designs that are supported by |(HS-PS3-5) |engineering design practices to increase |
|multiple and independent student-generated sources of |PS3.D: Energy in Chemical Processes |benefits while decreasing costs and risks. |
|evidence consistent with scientific ideas, principles,|Although energy cannot be destroyed, it can be converted to |(HS-PS3-3) |
|and theories. |less useful forms—for example, to thermal energy in the |--------------------------------------------|
|Design, evaluate, and/or refine a solution to a |surrounding environment. (HS-PS3-3),(HS-PS3-4) |- |
|complex real-world problem, based on scientific |ETS1.A: Defining and Delimiting Engineering Problems |Connections to Nature of Science |
|knowledge, student-generated sources of evidence, |Criteria and constraints also include satisfying any |Scientific Knowledge Assumes an Order and |
|prioritized criteria, and tradeoff considerations. |requirements set by society, such as taking issues of risk |Consistency in Natural Systems |
|(HS-PS3-3) |mitigation into account, and they should be quantified to the |Science assumes the universe is a vast |
| |extent possible and stated in such a way that one can tell if |single system in which basic laws are |
| |a given design meets them. (secondary to HS-PS3-3) |consistent. (HS-PS3-1) |
|Connections to other DCIs in this grade-band: HS.PS1.A (HS-PS3-2); HS.PS1.B (HS-PS3-1),(HS-PS3-2); HS.PS2.B (HS-PS3-2),(HS-PS3-5); HS.LS2.B (HS-PS3-1); HS.ESS2.A|
|(HS-PS3-1),(HS-PS3-4); HS.ESS3.A (HS-PS3-3) |
|Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS3-2); MS.PS2.B (HS-PS3-2),(HS-PS3-5); MS.PS3.A (HS-PS3-1),(HS-PS3-2),(HS-PS3-3); MS.PS3.B |
|(HS-PS3-1),(HS-PS3-3),(HS-PS3-4); MS.PS3.C (HS-PS3-2), (HS-PS3-5); MS.ESS2.A (HS-PS3-1),(HS-PS3-3) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-PS3-4) |
|WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |
|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
|(HS-PS3-3,(HS-PS3-4),(HS-PS3-5) |
|WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and |
|limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, |
|avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS3-4),(HS-PS3-5) |
|WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4),(HS-PS3-5) |
|SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of |
|findings, reasoning, and evidence and to add interest. (HS-PS3-1),(HS-PS3-2),(HS-PS3-5) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-PS3-1),(HS-PS3-2),(HS-PS3-3),(HS-PS3-4),(HS-PS3-5) |
|MP.4 Model with mathematics. (HS-PS3-1),(HS-PS3-2),(HS-PS3-3),(HS-PS3-4),(HS-PS3-5) |
|HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose |
|and interpret the scale and the origin in graphs and data displays. (HS-PS3-1),(HS-PS3-3) |
|HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-1),(HS-PS3-3) |
|HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-1),(HS-PS3-3) |
|HS-PS4 Waves and their Applications in Technologies for Information Transfer |
|Students who demonstrate understanding can: |
|HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various |
|media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and|
|water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships |
|qualitatively.] |
|HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information. [Clarification Statement: Examples of advantages |
|could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. |
|Disadvantages could include issues of easy deletion, security, and theft.] |
|HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model,|
|and that for some situations one model is more useful than the other. [Clarification Statement: Emphasis is on how the experimental evidence supports the claim |
|and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric |
|effect.] [Assessment Boundary: Assessment does not include using quantum theory.] |
|HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when |
|absorbed by matter. [Clarification Statement: Emphasis is on the idea that different frequencies of light have different energies, and the damage to living |
|tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources,|
|videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.] |
|HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit|
|and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical |
|imaging; and communications technology.] [Assessment Boundary: Assesments are limited to qualitative information. Assessments do not include band theory.] |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Asking Questions and Defining Problems |PS3.D: Energy in Chemical Processes |Cause and Effect |
|Asking questions and defining problems in grades 9–12 builds |Solar cells are human-made devices that likewise |Empirical evidence is required to |
|from grades K–8 experiences and progresses to formulating, |capture the sun’s energy and produce electrical energy.|differentiate between cause and correlation |
|refining, and evaluating empirically testable questions and |(secondary to HS-PS4-5) |and make claims about specific causes and |
|design problems using models and simulations. |PS4.A: Wave Properties |effects. (HS-PS4-1) |
|Evaluate questions that challenge the premise(s) of an |The wavelength and frequency of a wave are related to |Cause and effect relationships can be |
|argument, the interpretation of a data set, or the |one another by the speed of travel of the wave, which |suggested and predicted for complex natural |
|suitability of a design. (HS-PS4-2) |depends on the type of wave and the medium through |and human designed systems by examining what|
|Using Mathematics and Computational Thinking |which it is passing. (HS-PS4-1) |is known about smaller scale mechanisms |
|Mathematical and computational thinking at the 9-12 level |Information can be digitized (e.g., a picture stored as|within the system. (HS-PS4-4) |
|builds on K-8 and progresses to using algebraic thinking and |the values of an array of pixels); in this form, it can|Systems can be designed to cause a desired |
|analysis, a range of linear and nonlinear functions including|be stored reliably in computer memory and sent over |effect. (HS-PS4-5) |
|trigonometric functions, exponentials and logarithms, and |long distances as a series of wave pulses. |Systems and System Models |
|computational tools for statistical analysis to analyze, |(HS-PS4-2),(HS-PS4-5) |Models (e.g., physical, mathematical, |
|represent, and model data. Simple computational simulations |[From the 3–5 grade band endpoints] Waves can add or |computer models) can be used to simulate |
|are created and used based on mathematical models of basic |cancel one another as they cross, depending on their |systems and interactions—including energy, |
|assumptions. |relative phase (i.e., relative position of peaks and |matter, and information flows—within and |
|Use mathematical representations of phenomena or design |troughs of the waves), but they emerge unaffected by |between systems at different scales. |
|solutions to describe and/or support claims and/or |each other. (Boundary: The discussion at this grade |(HS-PS4-3) |
|explanations. (HS-PS4-1) |level is qualitative only; it can be based on the fact |Stability and Change |
|Engaging in Argument from Evidence |that two different sounds can pass a location in |Systems can be designed for greater or |
|Engaging in argument from evidence in 9–12 builds on K–8 |different directions without getting mixed up.) |lesser stability. (HS-PS4-2) |
|experiences and progresses to using appropriate and |(HS-PS4-3) | |
|sufficient evidence and scientific reasoning to defend and |PS4.B: Electromagnetic Radiation |--------------------------------------------|
|critique claims and explanations about natural and designed |Electromagnetic radiation (e.g., radio, microwaves, |- |
|worlds. Arguments may also come from current scientific or |light) can be modeled as a wave of changing electric |Connections to Engineering, Technology, |
|historical episodes in science. |and magnetic fields or as particles called photons. The|and Applications of Science |
|Evaluate the claims, evidence, and reasoning behind currently|wave model is useful for explaining many features of | |
|accepted explanations or solutions to determine the merits of|electromagnetic radiation, and the particle model |Interdependence of Science, Engineering, and|
|arguments. (HS-PS4-3) |explains other features. (HS-PS4-3) |Technology |
|Obtaining, Evaluating, and Communicating Information |When light or longer wavelength electromagnetic |Science and engineering complement each |
|Obtaining, evaluating, and communicating information in 9–12 |radiation is absorbed in matter, it is generally |other in the cycle known as research and |
|builds on K–8 and progresses to evaluating the validity and |converted into thermal energy (heat). Shorter |development (R&D). (HS-PS4-5) |
|reliability of the claims, methods, and designs. |wavelength electromagnetic radiation (ultraviolet, |Influence of Engineering, Technology, and |
|Evaluate the validity and reliability of multiple claims that|X-rays, gamma rays) can ionize atoms and cause damage |Science on Society and the Natural World |
|appear in scientific and technical texts or media reports, |to living cells. (HS-PS4-4) |Modern civilization depends on major |
|verifying the data when possible. (HS-PS4-4) |Photovoltaic materials emit electrons when they absorb |technological systems. (HS-PS4-2),(HS-PS4-5)|
|Communicate technical information or ideas (e.g. about |light of a high-enough frequency. (HS-PS4-5) |Engineers continuously modify these |
|phenomena and/or the process of development and the design |PS4.C: Information Technologies and Instrumentation |technological systems by applying scientific|
|and performance of a proposed process or system) in multiple |Multiple technologies based on the understanding of |knowledge and engineering design practices |
|formats (including orally, graphically, textually, and |waves and their interactions with matter are part of |to increase benefits while decreasing costs |
|mathematically). (HS-PS4-5) |everyday experiences in the modern world (e.g., medical|and risks. (HS-PS4-2) |
| |imaging, communications, scanners) and in scientific | |
|----------------------------------------------------- |research. They are essential tools for producing, | |
|Connections to Nature of Science |transmitting, and capturing signals and for storing and| |
| |interpreting the information contained in them. | |
|Science Models, Laws, Mechanisms, and Theories Explain |(HS-PS4-5) | |
|Natural Phenomena | | |
|A scientific theory is a substantiated explanation of some | | |
|aspect of the natural world, based on a body of facts that | | |
|have been repeatedly confirmed through observation and | | |
|experiment and the science community validates each theory | | |
|before it is accepted. If new evidence is discovered that the| | |
|theory does not accommodate, the theory is generally modified| | |
|in light of this new evidence. (HS-PS4-3) | | |
|Connections to other DCIs in this grade-band: HS.PS1.C (HS-PS4-4); HS.PS3.A (HS-PS4-4),(HS-PS4-5); HS.PS3.D (HS-PS4-3),(HS-PS4-4); HS.ESS1.A (HS-PS4-3); |
|HS.ESS2.A (HS-PS4-1); HS.ESS2.D (HS-PS4-3) |
|Articulation to DCIs across grade-bands: MS.PS3.D (HS-PS4-4); MS.PS4.A (HS-PS4-1),(HS-PS4-2),(HS-PS4-5); MS.PS4.B |
|(HS-PS4-1),(HS-PS4-2),(HS-PS4-3),(HS-PS4-4),(HS-PS4-5); MS.PS4.C (HS-PS4-2),(HS-PS4-5); MS.LS1.C (HS-PS4-4); MS.ESS2.D (HS-PS4-4) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any |
|gaps or inconsistencies in the account. (HS-PS4-2),(HS-PS4-3),(HS-PS4-4) |
|RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order |
|to address a question or solve a problem. (HS-PS4-1),(HS-PS4-4) |
|RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical |
|problem. (HS-PS4-2),(HS-PS4-3),(HS-PS4-4) |
|RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or |
|challenging conclusions with other sources of information. (HS-PS4-2),(HS-PS4-3),(HS-PS4-4) |
|WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|(HS-PS4-5) |
|WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and |
|limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, |
|avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS4-4) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-PS4-1),(HS-PS4-3) |
|MP.4 Model with mathematics. (HS-PS4-1) |
|HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-1),(HS-PS4-3) |
|HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. |
|(HS-PS4-1),(HS-PS4-3) |
|HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-1),(HS-PS4-3) |
|HS-ETS1 Engineering and Design |
|Students who demonstrate understanding can: |
|HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and |
|wants. |
|HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. |
|HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including |
|cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. |
|HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on |
|interactions within and between systems relevant to the problem. |
|The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
|Science and Engineering Practices |Disciplinary Core Ideas |Crosscutting Concepts |
|Asking Questions and Defining Problems |ETS1.A: Defining and Delimiting Engineering Problems |Systems and System Models |
|Asking questions and defining problems in 9–12 builds on K–8 |Criteria and constraints also include satisfying any |Models (e.g., physical, mathematical, |
|experiences and progresses to formulating, refining, and |requirements set by society, such as taking issues of |computer models) can be used to simulate |
|evaluating empirically testable questions and design problems|risk mitigation into account, and they should be |systems and interactions—including energy, |
|using models and simulations. |quantified to the extent possible and stated in such a |matter, and information flows— within and |
|Analyze complex real-world problems by specifying criteria |way that one can tell if a given design meets them. |between systems at different scales. |
|and constraints for successful solutions. (HS-ETS1-1) |(HS-ETS1-1) |(HS-ETS1-4) |
|Using Mathematics and Computational Thinking |Humanity faces major global challenges today, such as | |
|Mathematical and computational thinking in 9-12 builds on K-8|the need for supplies of clean water and food or for |--------------------------------------------|
|experiences and progresses to using algebraic thinking and |energy sources that minimize pollution, which can be |- |
|analysis, a range of linear and nonlinear functions including|addressed through engineering. These global challenges |Connections to Engineering, Technology, |
|trigonometric functions, exponentials and logarithms, and |also may have manifestations in local communities. |and Applications of Science |
|computational tools for statistical analysis to analyze, |(HS-ETS1-1) | |
|represent, and model data. Simple computational simulations |ETS1.B: Developing Possible Solutions |Influence of Science, Engineering, and |
|are created and used based on mathematical models of basic |When evaluating solutions, it is important to take into|Technology on Society and the Natural World |
|assumptions. |account a range of constraints, including cost, safety,|New technologies can have deep impacts on |
|Use mathematical models and/or computer simulations to |reliability, and aesthetics, and to consider social, |society and the environment, including some |
|predict the effects of a design solution on systems and/or |cultural, and environmental impacts. (HS-ETS1-3) |that were not anticipated. Analysis of costs|
|the interactions between systems. (HS-ETS1-4) |Both physical models and computers can be used in |and benefits is a critical aspect of |
|Constructing Explanations and Designing Solutions |various ways to aid in the engineering design process. |decisions about technology. (HS-ETS1-1) |
|Constructing explanations and designing solutions in 9–12 |Computers are useful for a variety of purposes, such as|(HS-ETS1-3) |
|builds on K–8 experiences and progresses to explanations and |running simulations to test different ways of solving a| |
|designs that are supported by multiple and independent |problem or to see which one is most efficient or | |
|student-generated sources of evidence consistent with |economical; and in making a persuasive presentation to | |
|scientific ideas, principles and theories. |a client about how a given design will meet his or her | |
|Design a solution to a complex real-world problem, based on |needs. (HS-ETS1-4) | |
|scientific knowledge, student-generated sources of evidence, |ETS1.C: Optimizing the Design Solution | |
|prioritized criteria, and tradeoff considerations. |Criteria may need to be broken down into simpler ones | |
|(HS-ETS1-2) |that can be approached systematically, and decisions | |
|Evaluate a solution to a complex real-world problem, based on|about the priority of certain criteria over others | |
|scientific knowledge, student-generated sources of evidence, |(trade-offs) may be needed. (HS-ETS1-2) | |
|prioritized criteria, and tradeoff considerations. | | |
|(HS-ETS1-3) | | |
|Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include: |
|Physical Science: HS-PS2-3, HS-PS3-3 |
|Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include: |
|Earth and Space Science: HS-ESS3-2, HS-ESS3-4, Life Science: HS-LS2-7, HS-LS4-6 |
|Connections to HS-ETS1.C: Optimizing the Design Solution include: |
|Physical Science: HS-PS1-6, HS-PS2-3 |
|Articulation of DCIs across grade-bands: MS.ETS1.A (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4); MS.ETS1.B (HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4); MS.ETS1.C |
|(HS-ETS1-2),(HS-ETS1-4) |
|Common Core State Standards Connections: |
|ELA/Literacy – |
|RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order |
|to address a question or solve a problem. (HS-ETS1-1),(HS-ETS1-3) |
|RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or |
|challenging conclusions with other sources of information. (HS-ETS1-1),(HS-ETS1-3) |
|RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or |
|concept, resolving conflicting information when possible. (HS-ETS1-1),(HS-ETS1-3) |
|Mathematics – |
|MP.2 Reason abstractly and quantitatively. (HS-ETS1-1),(HS-ETS1-3),(HS-ETS1-4) |
|MP.4 Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4) |
* This performance expectation integrates traditional science content with engineering through a practice or disciplinary core idea.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- history social science content standards curriculum
- state of oregon
- an emotional mimicking humanoid biped robot
- media arts curriculum frameworks ca dept of education
- brilliant star cognitive development
- phs 2012 2 sbir sttr program descriptions and research topics
- teaching the geosciences as a subversive activity
- althauser robert p 1989 internal labor markets
- updates of iot standards roadmap itu
- practice 4 analyzing and interpreting data
Related searches
- state of oregon caregiver certification
- state of oregon homecare worker
- state of oregon psw
- state of oregon caregiver application
- state of oregon caregivers
- state of oregon caregiver requirements
- state of oregon caregiver registry
- state of oregon education department
- state of oregon medical benefits
- state of oregon caregiver pay
- state of oregon caregiver program
- state of oregon vital records